ArticleBMC public health2021
Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.
Article in BMC public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses that pooled it.
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Who cites it
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Physical Activity Levels of Early Childhood Educators: A Systematic Review and Meta-Analysis.Child: care, health and development · 2026Pooled it
- Pooled it
- The efficacy of the TEACH e-Learning course at improving early childhood educators' physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial.The international journal of behavioral nutrition and physical activity · 2024Trial
- Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis.Children (Basel, Switzerland) · 2024Article
- A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries.Frontiers in sports and active living · 2024Article
- Creating healthy eating and active environments in early learning settings: protocol of the CHEERS eHealth intervention study.Frontiers in nutrition · 2024Article
- Outdoor Time, Space, and Restrictions Imposed on Children's Play in Australian Early Childhood Education and Care Settings during the COVID Pandemic: A Cross-Sectional Survey from Educators' Perspective.International journal of environmental research and public health · 2023Article
- Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study.Pilot and feasibility studies · 2022Article
- Change in pre- and in-service early childhood educators' knowledge, self-efficacy, and intentions following an e-learning course in physical activity and sedentary behaviour: a pilot study.BMC public health · 2022Article
- Finnish Pre-Service Teachers' Perceptions of Perceived Competence in Early Childhood Physical Education.International journal of environmental research and public health · 2021Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
backgroundEarly childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs' PA-related self-efficacy and knowledge.
methodsECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs' self-efficacy and knowledge and controlled for multiple comparison bias.
resultsThe SPACE intervention significantly impacted ECEs' self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs' knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables.
conclusionsFindings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children's PA behaviours at childcare.
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